In this empirical analysis, we provide a qualitative investigation of online learning among Black women engineering majors. This study makes theoretical and practical contributions by expanding knowledge of diverse online learners and informing ways to provide accessible and equitable online engineering education. Guided by the literature review, our analysis addresses two research questions: (1) How do Black women describe their online program learning experiences? and (2) How do participants describe their interactions with other students and faculty in their online programs? Using an exploratory, qualitative case study research design and the online collaborative learning framework, we analyzed interview data of 14 Black women students enrolled in online undergraduate engineering programs. The analysis of the data identified four major themes. Participants: (1) experienced isolation, (2) witnessed varying impacts of COVID-19, (3) observed the benefits and limitations of flexibility of online programs, and (4) engaged in virtual connection-building. We conclude by discussing implications for higher education faculty and leaders.